Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel

Amidst COVID-19, teacher education has shifted to online learning. Although much is known about digital inequity in routine times, little is known about it under constrained conditions, particularly among women of minority groups. The study's goal was to explore the online-learning challenges e...

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Bibliographic Details
Published inTeaching and teacher education Vol. 111; p. 103623
Main Authors Frei-Landau, Rivi, Avidov-Ungar, Orit
Format Journal Article
LanguageEnglish
Published England Elsevier Ltd 01.03.2022
Subjects
Bedouins in higher education
COVID-19
Digital divide
Educational equity
Online learning
Research Paper
COVID-19
B-PST
J-PST
Educational equity
Digital divide
Online learning
Bedouins in higher education
B-PST, Bedouin preservice teachers
J-PST, Jewish preservice teachers
Online AccessGet full text
ISSN0742-051X
1879-2480
DOI10.1016/j.tate.2021.103623

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Summary:Amidst COVID-19, teacher education has shifted to online learning. Although much is known about digital inequity in routine times, little is known about it under constrained conditions, particularly among women of minority groups. The study's goal was to explore the online-learning challenges encountered by (minority) Bedouin female preservice teachers (n = 41) compared to those encountered by (majority) Jewish counterparts (n = 60). Data from reflections (N = 101), focus groups (2), and (68) interviews underwent qualitative-constructivist content analysis. Group comparisons revealed socioculturally-based differential learning pathways, leading to educational inequities. We discuss possible ways to ensure equitable online teacher education using the “digital divide” perspective.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2021.103623